Alex Hollo, PhD, BCBA-D

Chow, J., & Hollo, A. (In press). Current Topics: Language skills of students with emotional and behavioral disorders. Intervention in School and Clinic, 58(1). 

Hollo, A., Brigandi, C. B., Jelsema, C. M., & Shi, M. (In press). Effects of a vision impairment simulation on pre-service teachers’ achievement, efficacy, attitudes, and interest. Journal of Visual Impairment & Blindness. 

Haspel, M., & Hollo, A. (2021). Effects of teacher training in trial-based functional analysis via video modeling. Education and Treatment of Children. 44, 49–54. https://doi.org/10.1007/s43494-020-00033-z    

Hollo, A., Staubitz, J. L., & Chow, J. C. (2020). An application of Generalizability Theory to optimize language sample analysis. Journal of Speech, Language, and Hearing Research, 63, 1947–1957. https://doi.org/10.1044/2020_JSLHR-19-00118  

Chow, J. C., Walters, S., & Hollo, A. (2020). Supporting students with co-occurring language and behavioral deficits in the classroom. Teaching Exceptional Children. 52 (4), 222-230. https://doi.org/10.1177/0040059919887760 

Hollo, A., Floyd, K. K., Brigandi, C. B. (2019). Endorsement by exam: Policy and practice in special education. Rural Special Education Quarterly,38(3), 177–184. https://doi.org/10.1177/8756870519843500 

Hollo, A., Chow, J., & Wehby, J. H. (2019). Profiles of language and behavior in students with emotional disturbance. Behavioral Disorders, 44(4), 195–204. https://doi.org/10.1177/0198742918804803 

Hollo, A., & Burt, J. (2018). Practices reflecting functional communication training for students with or at risk for EBD: Systematically mapping the literature.  Behavioral Disorders, 44(1). https://doi.org/10.1177/0198742917751697 

Hirn, R. G., Hollo, A., & Scott, T. (2017). Exploring instructional differences and school performance in high poverty elementary schools. Preventing School Failure, 62(1), 37-48. https://doi.org/10.1080/1045988X.2017.1329197 

Hollo, A., & Wehby, J. H. (2017). Teacher talk in general and special education elementary classrooms. Elementary School Journal, 117(4), 616-641. https://doi.org/10.1086/691605 

Chow, J., & Hollo, A. (2017). Language ability of students with emotional disturbance: Discrepancies between teacher ratings and direct assessment. Assessment for Effective Intervention 43(2), 90-95 https://doi.org/10.1177/1534508417702063 

Hollo, A., & Chow, J. (2015). Communicative functions of problem behavior for students with high-incidence disabilities. Beyond Behavior, 24(3), 23-30. https://doi.org/10.1177/107429561502400304 

Hollo, A., & Hirn, R. G. (2015). Teacher and student behaviors in context: Associations with instructional grouping and class size. Preventing School Failure, 59(1), 31-39. https://doi.org/10.1080/1045988X.2014.919140 

Hollo, A., Wehby, J. H., & Oliver, R. O. (2014). Unidentified language deficits in children with emotional and behavioral disorders: A meta-analysis. Exceptional Children, 80(2), 169-186. https://doi.org/10.1177/001440291408000203 

Hollo, A. (2012). Language and behavior disorders in school-age children: Comorbidity and communication in the classroom. Perspectives on School- Based Issues, 13(4), 111-119. https://doi.org/10.1044/sbi13.4.111 

 Dr. Hollo joined WVU in 2013 after completing a post-doctoral fellowship at the University of Louisville. She obtained MEd and PhD degrees from Vanderbilt University in Special Education and is a Board Certified Behavior Analyst. In between her masters and doctoral training, Alex taught at residential treatment centers for children with emotional and behavioral disorders. There, she noted that many of the students seemed to have undiagnosed communication disorders that exacerbated problem interactions with adults and peers. This observation sparked her primary line of research that centers on comorbidity of language and behavioral disorders in school-age children and adolescents. Her goals are to develop child-focused prevention and intervention strategies, as well as to improve adults’ ability to support children with these co-occurring conditions. 

Teaching: 

Patient Care Information: 

Medical Specialties 

 Board Certified Behavior Analyst-doctoral level (BCAB-D) #1-13-12881, Behavior Analyst Certification Board